Monday, July 28, 2014

Alameda and Oakland Schools Highlight Cultural Diversity and Global Connection

Globalize 2014

InSolidarity and Urban Youth Ambassadors are Educators and Youth Developers who value Global Education.  We recognize the cultural, political and social benefits of a Global curriculum and want to remove barriers to Global Education.  In 2014, we created Globalize and asked educators, youth developers and global education advocates to join a campaign to build global education in the Bay Area. 
Globalize was two weeks of Global Education advocacy and activity to help elementary, middle and high school communities explore Global learning and it’s relevance.  In collaboration with Bay Area Community Resources; Afterschool Programs we surveyed over 30 educators, hosted a series of workshops and events exposing students and educators to global issues and tools to build global learning.

Global Education can appear big, broad and overwhelming.  And though it is big and broad, Global Education does not have to be overwhelming.  Globalize was a fun, collaborative way to show underrepresented communities and disciplines Global Education  can be accessible and  is a necessary tool to increase academic engagement, academic achievement and personal leadership. 

For the Full Report click here.

Tuesday, March 4, 2014

Global Partnership for Youth: Education


More than 69% (520,000) young people voted for “a good education” in the MyWorld2015 survey, making it their top priority. In consultations and meetings in the past few years, young people have asked for engagement in the design, content and delivery of education to ensure that it is responsive to the real and current needs of those people to whom it is intended to benefit. Young people have also expressed the need for access to quality, relevant education beyond primary education, which integrates life skills, vocational training, comprehensive sexual education, peace-building and sustainable development, promotes global citizenship and utilizes informal education methods.
To get the conversation started, we're asking a simple question: What are the main challenges and opportunities to accessing quality education (formal, non-formal and informal) in your country?
Trends and results feed back into the United Nations discussions on our world's future development goals!

Monday, March 3, 2014

Global Partnership for Youth: Health


More than 55% (420,000) young people voted for “better healthcare” in the MyWorld2015 survey, making it their second highest priority. In consultations and meetings in the past few years, young people have expressed the need for universal access to affordable, quality health care and youth-friendly health services, including sexual and reproductive health. They have asked countries to ensure that all adolescents enter adulthood with the highest attainable standard of health, without unintended pregnancies, unsafe abortions, unsafe deliveries, violence, sexually transmitted infections, including HIV, with a healthy weight and free of substance abuse.
To get the conversation started, we're asking a simple question: What are the challenges and opportunities to accessing quality health care and living a healthy life in your country?
Trends and results feed back into the United Nations discussions on our world's future development goals!

Friday, February 28, 2014

Global Partnership for Youth: Employment and Entrepreneurship

Employment & Entrepreneurship

More than 53% (410,000) young people voted for “better job opportunities” in the MyWorld2015 survey, making it their third highest priority. In consultations and meetings in the past few years, young people have, young people have called for the elimination of challenges they faced in transitioning to integrate the work force, including difficulties to access employment and economic opportunities that encompass fair wages, possibilities for funding and mentorship, equal opportunities, job and social security, career development and training, as well as entrepreneurial and innovation skill development opportunities.
To get the conversation started, we're asking a simple question: What are the challenges and opportunities to finding a decent job or starting your own business in your country?
Trends and results feed back into the United Nations discussions on our world's future development goals!

Thursday, February 27, 2014

Global Partnership for Youth: Governance


More than 44% (330,000) young people voted for “an honest and responsive government” in the MyWorld2015 survey, making it their fourth highest priority. In consultations and meetings in the past few years, young people have expressed their expectation for a firm commitment to democracy, justice, transparency, integrity and equal representation in all governance processes, in such a way that enables youth to participate in the process of national development, including creating access to opportunities for employment, innovation and shared wealth-creation.
To get the conversation started, we're asking a simple question: What are the key challenges and opportunities to young people's participation in politics, governance institutions and decision-making?
Trends and results feed back into the United Nations discussions on our world's future development goals!

Wednesday, February 26, 2014

Global Partnership for Youth: Peace and Security

Peace & Security

More than 42% (320,000) young people voted for “protection against crime and violence” in the MyWorld2015 survey, making it their fifth highest priority. In consultations and meetings in the past few years, young people have expressed the need for youth participation in promoting as well as monitoring peacebuilding efforts, and recognition of young people as specific stakeholders in all peace and security related development efforts, bearing in mind that youth hare both affected by conflict and instrumental to peacebuilding.
To get the conversation started, we're asking a simple question: What are the key challenges and opportunities for the peace and security of your community and country?
Trends and results feed back into the United Nations discussions on our world's future development

Tuesday, February 25, 2014

InSolidarity and the Global Partnership for Youth in the Post-2015 Agenda

Join InSolidarity and participate in the Global Partnership for Youth int he Post-2015 Agenda.  Participate in a crowdsourcing platform and share ideas to address Peace and Security, Governance, Education, Employment and Health.  Moderated by experts from the United Nations, youth-led organizations and academia, the exercise will result in a document, “Youth Voices” that will contain the consolidated proposals that the Partnership will advocate for in the post-2015 discussions. The partnership can potentially also monitor the implementation of youth priorities in the future development agenda.

From 18 February to 25 April, participants will have the opportunity to respond to questions with ideas, comments and votes. During this period, members of the GPY 2015 will host offline events to generate momentum around the crowdsourcing platform.
From 28 April to 2 May, moderators will prepare a first draft of the outcome document.
From 5 May till 23 May, participants will have the opportunity to make comments and suggestions to the outcome document on the crowdsourcing platform – as well as at the World Youth Conference in Sri Lanka from 6 to 10 May.
From 26 to 30 May, moderators will consolidate all inputs and present a revised version of the outcome document.
On 3 June, the outcome document will be presented at the ECOSOC Youth Forum for amalgamation and consolidation.

Friday, February 14, 2014

Globalize 2014: Common Core and Global Education

In Fall 2013, 87% of the United States K-12 schools began adapting the Common Core Standards.  The Common Core Standards aim to provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.  They are designed to be relevant to the real world, reflecting the knowledge and skills that young people need for success in college, careers and in a global economy.  However, Elizabeth Howald  of Primary Source, believes the Standards overlook learning about diverse cultures and histories.  

Though there are numerous resources for teachers to use and implement Common Core, and the authors of are clear on the importance of global awareness, but the resources "lack an international dimension".  Without sufficient support to implement and integrate Global curriculum, we are failing students in preparing them for successful personal, academic and professional lives.  Howald ends the article by giving examples of how Global curriculum and Common Core work together, emphasizing how accessible Global information is to educators.  She acknowledges the hard work that educators have ahead of them, but ensures that integrating Global education into curriculum will result in the effective implementation of Common Core Standards.

Global Education advocates should take advantage of our current educational climate, and support Educators and Education Institutions in Globalizing their curriculum.

Globalize 2014: Council of Europe and Global Education

Global Education is an invaluable tool for those that participate.  They are transformed, empowered and gain perspective.  And in 1997, the Council of Europe developed a Charter to encourage Policymakers and Educators to support Global Education and integrate it into traditional school curriculum.

According to the "Global Education Charter", Globalization is the reason Global Education is needed.  "In the past few decades, processes related to globalisation induced major changes - economic, technological, cultural, demographic, environmental and political - which require a definition of responsible global citizenship". The world has become increasingly interconnected as a result of these processes.  The growing "internationalization" of business, trade, travel and communication come with growing migration of people, ideas, goods, as well as conflict, inequity and environmental degradation.  The Council believes Global Education is the tool to help people navigate the negative and positive opportunities of Globalization.

Global Education is defined as a style of learning concerned with encouraging "...people to identify links between the local, the regional and the world-wide level and to address inequality...", with four main points of research and action:

  • inter-dependency 
  • sustainable development
  • environmental awareness and concern
  • human rights (including anti-racism)
  • democracy
  • social justice and peace 

The key objectives are providing consistent and competent answers to complex global questions and an orientation in the present and future world.

Global Education students study factual information through a learning process that integrates attitude, skills and knowledge; acknowledging the relationship between knowledge and context, i.e. what students know from their personal and academic experiences.

Ultimately the Council believes addressing apathy is the goal of Global Education, bridging the gap between knowledge and responsible action.  Building leadership and personal agency.  Global Education not only educates young people, but empowers them as well.  It is unfortunate that not every young person has access to such programming.  InSolidarity commits to changing this with Globalize 2014.  Give Global Education to all students, in all communities, in all disciplines.

Sunday, January 5, 2014

Participatory Action Research Activities

And how does PAR compare?

Suzi Quixley, a Human Services Consultant, outlines PAR as tool to assist organizations develop a “holistic, locally relevant approach to service provision”. According to “Participatory Action Research: An Outline of the Concept", the PAR process is cyclical and flexible beginning at any of the following four stages; Planning, Acting, Observing and Reflecting.

Quixley begins with the Planning Stage, where participants are asked to look forward to implementation of your plan and consider its implications.  Some of the questions asked include:  What are possible actions that could arise from our thinking? What would be the resource implication of pursuing your ideas?  What would it take to be able to implement the ultimately preferred action ideas?
  • knowledge of leadership
  • skills of leadership
  • attitude of leadership
  • Understand the research
  • Identify community problems
  • Choose topic and develop research question
  • Identify sources of information
  • Decide on research tools
  • Collect data, analyze data
  • Decide on recommendations
  • Take action and celebrate
Participants start by discussing the difference between recommendation and action, then brainstorm approaches to action. They are then divided into small groups and given an Action Strategy Identification Chart. Each group takes turns picking an action strategy and determines whether is it advocacy, activism or education.  To choose the groups action, participants share and explain their conclusions, then vote on the action they think would be most effective.  
International Participatory Action Research is project based asking participants to look at their local and global communities, their values and beliefs, and what they can do to create change.

In the Action stage, participants initiate their plans while looking forward to the Observation stage. To ensure deliberate and critically informed action, participants ask: Are we keeping the kind of documentation we will require to be able to document detailed outcomes accurately in the next stage?  Have you brought stakeholders in this questions with you?

While Quixley provides a general outline, Standford provides a much more comprehensive example of Participatory Action Research.

Youth Engaged in Leadership and Learning or  YELL  was developed to identify and research community needs and strengths. YELL also asks youth and adults to look at leadership in context.  This curriculum encourages skill and knowledge building in three areas:
YELL Curriculum is divided into three units; Communication, Leadership, Research and Action. The final unit, Research and Action unit is broken down into 10 steps to:

“The Ideal Neighborhood” is a reflective activity to identify issues.  The objective is for youth to design an ideal neighborhood to consider issues in their own community.  Participants are asked to imagine what a perfect neighborhood would look like. They are then divided into groups to discuss the things, places, peoples and features of their ideal neighborhood. In debrief, questions are raised about the difference between these neighborhoods and the ones they actually live in. Students are asked to inquire about the causes of problems in ideal communities, what could transform a “good” neighborhood into a “bad” one and vice versa.  And in closing they are asked, “If you could make one aspect of your neighborhood more like your ideal one, what would you choose?  What would you do?”.

After identifying issues, initiating research and analyzing data, participants plan to take action.  The objective of  “Advocacy, Activism and Education: Round Robin”, is to consider different forms of action for sharing findings and think about forms of action that fit within the larger social action landscape.  

The common thread among these PAR documents are reflection, inquiry and action. Each PAR activity is designed for participants to evaluate their circumstances (personal, political, educational, etc), work with others and act on what they believe will serve them best.

Participatory Action Research curriculum, like Global Education, is project based. And like Global Education curriculum, PAR asks participants to look at themselves, and their communities in order to create positive change in their community.  

In summary, IPAR is an education process that:
values the whole person
seeks proficiency through demonstration of reflection, cooperation, social engagement and honesty
is project based
requires action

Global Education Activities

International Education and PAR value of the whole person and target educational indicators such as reflectioncooperation and social engagement.  

Oxfam’s "Guide to Education for Global Citizenship" develops knowledge, attitude and skills such as:  
asking questions
participating in society
acknowledges global issues

Through the use of photography, this curriculum asks participants to reflect on their values, beliefs and stereotypes.  In “Changing Situations” participants are asked to look carefully at a photograph and discuss what they believe is happening. They are then asked to use evidence from the photograph to think about what might have happened before the photograph was taken.  

Using a photograph of someone from another country, “Links and Commonalities”, asks participants to find all the commonalities and links between their lives and the life of a person in the picture. These activities suggest that photography plays an important part in forming our values toward other people, place and cultures. Photography and other media outlets are a great tool for inquiry and reflection. They help build respect for people, an ability to argue effectively, as well as empathy and equity. 

In “Get Global”, global education is defined as skill based.  This project based curriculum is a process of six steps that focus on how to:
build leadership through action
develop enquiry and participation
reflect and an understand the world as a global community

To begin, "Get Global" asks participants to choose an issue. In “Local to Global Power”,  participants are asked to discuss power, influence and understand who influences and has power over them. Using a Venn diagram, participants calculate the number of people who have power over them at local, national and global levels. Activities such as this give participants an idea of who stakeholder, allies, and challengers may be for their project.  

The Global Dimension In Action” asks teachers to create curriculum to explore:
what connects students to the rest of the world
what enables engagement with complex global issues
what builds links between lives, people, places and issues

Langdon School served low-income students that felt overwhelmed by the scale of global poverty. To build global citizenship, Staff and faculty planned a timetable of activity weeks where students would link learning about global issues and their role as active world citizens.  In 2005 students took part in “Send My Friend to School” and learned that 80 million children who miss out on schooling.  Learning about this issues inspired 60-70 students to start volunteering, and they chose to take part in Make Poverty History campaign.

Global Education curriculum are project based. Participants are asked to practice reflection and leadership. These curricula and others like them ask participants to assess their relationship to the world and work with others to address issues of importance.